Teachers Must Create an Environment for Literacy Instruction

Dudley-Marling, Curtis C.; Rhodes, Lynn K.

doi:10.1177/004005998601800412

Cited by 3 publications

(2 citation statements)

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“…The importance of written language is also demonstrated when teachers prominently display printed material (Dudley-Marling & Rhodes, 1986). To promote students' interest in reading and writing activities, teachers can create attractive displays using charts containing poems or songs, articles from magazines or newspapers containing text and pictures regarding animals, plants, or other interesting topics, and student-made or commercial posters about books.…”

Section: Teacher Modelingmentioning

confidence: 99%

“…Just as students need to observe adults engaged in real reading and writing activities, they need opportunities to practice meaningful written language tasks. Many traditional classrooms fail to provide such practice opportunities and focus, instead, on the mastery of isolated subskills as prerequisites to real reading and writing activities (Anderson et al, 1985;Barenbaum, 1983;Dudley-Marling & Rhodes, 1986). In the literate classroom, opportunities for reading and writing practice are frequent and varied.…”

Section: Meaningful Opportunitiesmentioning

confidence: 99%

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Language: Creating a Literate Environment for Reading and Writing Development

Stewart

1987

Journal of Childhool Communication Disorders

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This paper provides speech-language pathologists with information they can use to assist general and special education teachers of kindergarten and primary level students in creating a literate environment for reading and writing instruction. Included is a discussion of those aspects of the preschooler's rich literate environment which promote reading and writing development and specific suggestions for teacher modeling for organizing and managing the classroom, and for providing a range of meaningful reading and writing opportunities. Instruction which incorporates these suggestions is intended to extend and refine children's written language skills acquired prior to school and to provide a transition from the informal instruction offered in the home environment to the formal instruction found in the schools.

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Section: Teacher Modelingmentioning

confidence: 99%

Section: Meaningful Opportunitiesmentioning

confidence: 99%